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Lecturer(s)
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Šírová Eva, PhDr. Ph.D.
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Čechová Alena, Mgr. et Mgr.
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Course content
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1. Pedagogical-psychological diagnostics, its means, methods and goals. Pedagogical diagnosis and its importance for conceptual educational activities - prognosis. Pupil-based diagnostics. Pedagogical-oriented diagnostics. Diagnostics oriented to the conditions of the educational process. 2. Pedagogical perception and risks of subjective judgments. Halo-effect, prejudices, stereotyping of educated individuals. Importance of transmission and counterfeiting in the pedagogical process. Causes and pedagogical consequences of Golem effect and Pygmalion effect. 3. Requirements for personality and professional skills of pedagogical staff. Psychology of the teacher's personality. Requirements for educators from perspective of educated, school management, parents. Teacher authority (situational factors, personality traits). Empathy, authenticity, congruence, acceptance, respect for the personality of the educated individual and his own experience: influence on the efficiency of pedagogical activity. 4. Styles of pedagogical work with collectives; school class as a social group. Access styles: management; leadership; advantages and disadvantages. Characteristics of the educational community; support for emergence. 5. Different educational approaches and their pedagogical-psychological contexts. Psychosocial stress and consequences for child psychology. Neuroscience and psychosomatic disorders associated with impaired socializing effects and non-responder approaches of adults to children. Individuals with behavioral problems; ability of a relevant psychological approach, disciplinary measures. Educational problems of a pre-school child (concrete manifestations and possibilities of assistance). 6. School maturity and child readiness to handle school requirements; postponement of compulsory school attendance, additional postponement, consequences of bad balance. Possible problems of teacher in working with individuals with special educational needs and pupils extraordinarily gifted. Disorders of socialization of children and adolescents; their causes, manifestations, consequences. 7. Preventive upbringing. Preventive primary, secondary, tertiary education, reeducation, resocialization and counseling. Use of educational drama, artefiletics, art therapy, music therapy and musicophile in adolescents with risky behavior. 8. Socially pathological phenomena endangering the healthy development of individuals and the possibility of preventive action of the school. Aggression and aggressive speeches of individuals; defiance, lying, fraud, theft, truancy, wailing, bullying, vandalism, juvenile delinquency; experimentation with addictive substances; alcoholic ebrieta, misuse, abuse, addiction. Impulsive behavioral disorders and disorders in the personality structure; player passion; excessive playing of computer games and video games. Extreme sports and so-called adrenaline activities. Eating disorders, anorexia, bulimia, psychogenic overeating. Bigarexia. Risk sexual behavior in adolescents, promiscuity, prostitution. The manifestations of intolerance, racism, extremism, anti-Semitism. Sects and sectarianism (characteristics). Self-harm, suicidal behavior, specifics of suicidal development in children and adolescents; indicative diagnosis of impending suicide. 9. Life difficulties and crises. Crisis resulting from unmanageable life changes and a traumatic crisis. Problems related to parenting and searching for adult identity. Diagnostic signs of a threatened crisis in an educated individual. Development of psychic crisis. Psychological first aid at school. Possibilities and limits of coping with crisis situations in the school environment. Social support (definition, form and method of provision).
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Learning activities and teaching methods
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Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
- Class attendance
- 10 hours per semester
- Home preparation for classes
- 10 hours per semester
- Preparation for credit
- 12 hours per semester
- Preparation for exam
- 12 hours per semester
- Class attendance
- 28 hours per semester
- Home preparation for classes
- 14 hours per semester
- Preparation for credit
- 12 hours per semester
- Preparation for exam
- 12 hours per semester
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Learning outcomes
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The course helps the student acquire basic orientation in the issue of school counseling and preventive educational care provided to pupils in the school environment.
After completion of the course student will be able: 1. to understand the content of prescribed curriculum of Pedagogical psychology 2 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a seminar paper 4. to apply gained knowledge in educational process
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Prerequisites
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Student has basic knowledge of general, developmental and social psychology.
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Assessment methods and criteria
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Oral exam, Written assignment
Obtaining credit is conditional on a minimum of 75% attendance at seminars and the development of a brief pedagogical-psychological characterization of the student and his/her development based on the recommended questionnaires and their evaluation, analysis of the interview with the selected individual.
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Recommended literature
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BLAŽEK, R., POKORNÝ, V., TELCOVÁ, J. Nebezpečí sekt. Brno: Ústav psychologického poradenství a diagnostiky Brno, 2002. ISBN 80-86568-07-5.
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CIMRMANNOVÁ, T., a kol. Krize a význam pomáhajících prvního kontaktu: aplikace v kontextu rodinného násilí. Praha: Karolinum, 2013. ISBN 978-80-246-2205-7.
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FISCHER, Slavomil a Jiří ŠKODA. Sociální patologie: závažné sociálně patologické jevy, prevence, možnosti řešení. Praha: Grada, 2014. ISBN 978-80-247-5046-0.
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FROMM, E. Anatomie lidské destruktivity. Praha: Aurora, 2007. ISBN 978-80-7299-089-4.
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HADJ MOUSSOVÁ, Z., a kol. Intervence. Praha: Univerzita Karlova, Pedagogická fakulta, 2002. ISBN 80-7290-146-X.
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HADJ MOUSSOVÁ, Z. a kol. Pedagogicko-psychologické poradenství I.: vybrané problémy. Praha, 2005. ISBN 80-7290-215-6.
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HADJ MOUSSOVÁ, Z., DUPLINSKÝ, J., a kol. Diagnostika: pedagogicko-psychologické poradenství II. Praha: Univerzita Karlova v Praze, Pedagogická fakulta, 2002. ISBN 80-7290-101-X.
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JANOŠOVÁ, P., a kol. Psychologie školní šikany. Praha: Grada, 2016. ISBN 978-80-247-2992-3.
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JEDLIČKA, R., a kol. Poruchy socializace u dětí a dospívajících: Prevence životních selhání a krizová intervence. Praha: Grada, 2015. ISBN 978-80-247-5447-5.
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KASTOVÁ, V. Krize a tvořivý přístup k ní: typy životních krizí, jejich dynamika a možnosti krizové intervence. Praha, 2010. ISBN 978-80-7367-800-5.
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KRAUS, B. Základy sociální pedagogiky. Praha: Portál, 2008. ISBN 978-80-7367-383-3.
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LASCH, CH. Kultura narcismu: americký život ve věku snižujících se očekávání. Praha: Triton, 2016. ISBN 978-80-7553-000-4.
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MATĚJČEK, Z. Praxe dětského psychologického poradenství. Praha: Portál, 2011. ISBN 978-80-262-0000-0.
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MATOUŠEK, O., KROFTOVÁ, A. Mládež a delikvence. Praha, 2003. ISBN 80-7178-771-X.
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MERTIN, V., a kol. Metody a postupy poznávání žáka: pedagogická diagnostika. Praha: Wolters Kluwer ČR, 2016. ISBN 978-80-7552-014-2.
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NEŠPOR, K. Návykové chování a závislost. Praha: Portál, 2007. ISBN 978-80-7367-267-6.
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SPITZER, M. Digitální demence. Brno: Host, 2014. ISBN 978-80-7294-872-7.
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ŠIŠKOVÁ, T., ed. Výchova k toleranci a proti rasismu: multikulturní výchova v praxi. Praha: Portál, 2008. ISBN 978-80-7367-182-2.
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TRAIN, A. Specifické poruchy chování a pozornosti: jak jednat s velmi neklidnými dětmi. Praha, 1997. ISBN 80-7178-131-2.
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VALIŠOVÁ, A., A KOL. Autorita jako pedagogický problém. Praha: Karolinum, 1998. ISBN 80-7184-624-4.
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VALIŠOVÁ, A., KASÍKOVÁ, H. (Eds.). Pedagogika pro učitele. Praha, 2011. ISBN 978-80-247-3357-9.
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ZIMBARDO, P. Luciferův efekt: jak se z dobrých lidí stávají lidé zlí. Praha: Academia, 2014. ISBN 978-80-200-2346-9.
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